Accreditation

Standards & Procedures

• Accreditation is both a status and a process. As a
status, accreditation provides public notification
that an institution or program meets standards of
quality set forth by an accrediting agency. As a
process, accreditation reflects the fact that in
achieving recognition by the accrediting agency,
the institution or program is committed to self
study and external review by one's peers in
seeking not only to meet standards but to
continuously seek ways in which to enhance the
quality of education
 Types of Accreditations

• In India, there are two types of academic accreditations:

(1) institutional and (2) Programmatic.
Institutional accreditation is provided by national accreditors NAAC
(National Assessment and Accreditation Council ) and evaluates overall
institutional quality, i.e., the evaluation of an entire school, college, or
University. Specialized or programmatic accreditation evaluates an
individual program of study, rather than an institution as a whole. This
type of accreditation is granted to a specific program at a variety of
levels (Diploma, Undergraduate and Postgraduate). Of these two
types of accreditation, NBA (National Board of Accreditation) provides
accreditation to the programmes of technical institutions in specified
disciplines namely - Engineering, Management, Pharmacy, Computer
Applications, Architecture. Its accreditation is recognized by developed
countries like – USA, UK, Australia etc.
 Significance of Programme Accreditation

At National Level
1. Students and parents to select the institutions and
programs offered by them for admission.
2. Employers to decide for students to recruit.
3. Institutions in deciding about accepting the transfer of
students from other institutions.
4. Research/financial funding agencies need this quality
assurance.
At International Level
1. Acceptability of the Academic Qualification.
2. Registration of Professionals abroad, where required by
law.
 Accreditation Serves To Notify

1. Parents and prospective students that a program has met

minimum standards.
2. Faculty, deans and administrators of a program ’s strengths
and weaknesses and of ways to improve the programme.
3. Employers that graduates are prepared to begin professional
practice.
4. The public that graduates are aware of societal
consideration.
1. Institutional Vision and Mission
2. Programme Outcome
3. Programme Curriculum
4. Students’ Performance
5. Faculty Contributions
6. Facilities and Technical Support
7. Common academic support units and teaching-
learning process (First year common courses).
8. Governance, Institutional Support and Financial
Resources
9. Continuous Improvement in Attainment of Outcomes
 Parameters of Programme Accreditation

The parameters of accreditation are the set of

individually assessable outcomes (Graduate
Attributes) that are the components, indicative of the
graduate’s potential to acquire competence to
practice at the appropriate level . The Graduate
Attributes are exemplars of the attributes expected of
a graduate from an accredited program.
The graduate attributes serve to identify the
distinctive characteristics as well as areas of
commonality between the expected outcomes of the
different types.
• NBA has defined the Graduate Attributes for
each category of disciplines (UG Engineering,
PG Engineering, Diploma in Engineering, UG
and PG Pharmacy, MCA, MBA). All are
common in principal but very as per the
requirement of the discipline category. We
take up the case of UG-Engineering. Here are
the twelve (12) GAs.
• 1(A). Engineering Knowledge: Apply the
knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization
to the solution of complex engineering problems.
• 2(B). Problem analysis: Identify, formulate,
research literature, and analyze complex
engineering problems reaching substantiated
conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
• 3(C). Design/development of solutions:
Design solutions for complex engineering
problems and design system components or
processes that meet the specified needs with
appropriate consideration for the public
health and safety, and the cultural, societal,
and environmental considerations.
• 4(D). Conduct investigations of complex problems:
Use research based knowledge and research methods
including design of experiments, analysis and
interpretation of data, and synthesis of the information
to provide valid conclusions.
• 5(E). Modern tool usage: Create, select, and apply
appropriate techniques, resources and modern
engineering and IT tools including prediction and
modeling to complex engineering activities with an
understanding of the limitations.
• 6(F). The engineer and society: Apply reasoning
informed by the contextual knowledge to assess
societal, health, safety, legal, and cultural issues and
the consequent responsibilities relevant to the
professional engineering practice.
• 7(G). Environment and Sustainability: Understand the
impact of the professional engineering solutions in
societal and impact of the professional engineering
solutions in societal and environmental contexts, and
demonstrate the knowledge of, and need for
sustainable development.
• 8(H). Ethics: Apply ethical principles and
commit to professional ethics and
responsibilities and norms of the engineering
practice.
• 9(I). Individual and Team Work: Function
effectively as an individual, and as a member
or leader in diverse teams, and in
multidisciplinary settings.
• 10(J). Communication: Communicate
effectively on complex engineering activities
with the engineering community and with
society at large, such as, being able to
comprehend and write effective reports and
design documentation, make effective
presentations, and give and receive clear
instructions.
• 11(K). Project Management and Finance:
Demonstrate knowledge and understanding of
the engineering and management principles and
apply these to one’s own work, as a member and
leader in a team, to manage projects and in
multidisciplinary environments.
• 12(L). Life-long learning: Recognize the need for,
and have the preparation and ability to engage in
independent and life-long learning in the
broadest context of technological change
 Outcome Based Education (OBE)
An Overview
The GAs as described above, will be achieved
through modern concept of Outcome Based
Education. What is OBE? It is -
Starting with a clear picture of what is
important for students to be able to do…
Then organizing the Curriculum,
Delivery, and Assessment to make
sure learning happens…
 OBE continued

As teachers,
• We implicitly know why we are teaching, and with
what objective.
• Broadly we teach with a view to create understanding
and insights.
• In real life, the insight must lead to empowerment:
through knowledge, skills, attitude and behavior: called
Outcomes.
• Implicitly we know this, but rarely stop to check
whether that is really happening.
• Outcomes Based Education: Essentially teaching with
this awareness and associated effort.
 Course, Programme, and Degree

Let us recall the concepts of -

Course
Course is a unit of teaching, which encompasses various
topics, that typically lasts one semester, is led by one or
more faculty and has a fixed registered students.
Programme
Cohesive arrangement of courses, co-curricular and
extracurricular activities to accomplish predetermined
objectives leading to the awarding of a degree.
Degree
Academic award conferred upon a student on successful
completion of a program designed to achieve the defined
attributes.
 Key Constituents of O B E

Vision & Mission

Program Educational Objectives(PEO)
Program Outcomes(PO)
Course Outcomes(COs)

CO1 CO2 CO3 …

• Vision is a futuristic statement that the institution /
department would like to achieve over a long period of
time. Example -
Vision: Create high-quality engineering professionals

• Mission statements are essentially the means to

achieve the vision. Example -
Mission: offer a well-balanced programme of
instruction, practical experience, and opportunities
for overall personality development.
Writing Vision & Mission
 Examples of Vision Statements

1-To contribute to India and the World through

excellence in scientific and technical education
and research; to serve as a valuable resource for
industry and society; and remain a source of
pride for all Indians.
2-Towards a Global Knowledge Hub, striving
continuously in pursuit of excellence in
Education, Research, Entrepreneurship and
Technological services to the society.
 Examples Of Mission Statement

1- To generate new knowledge by engaging in cutting-edge research and to

promote academic growth by offering state-of-the-art undergraduate,
postgraduate and doctoral programmes.
• To identify, based on an informed perception of Indian, regional and global
needs, areas of specialization upon which the institute can concentrate.
• To undertake collaborative projects which offer opportunities for long-
term interaction with academia and industry.
• To develop human potential to its fullest extent so that intellectually
capable and imaginatively gifted leaders can emerge in a range of
professions.
2- "Imparting total quality education to develop innovative, entrepreneurial
and ethical future professionals fit for globally competitive environment."
• "Allowing stake holders to share our reservoir of experience in education
and knowledge for mutual enrichment in the field of technical education."
• "Fostering product oriented research for establishing a self-sustaining and
wealth creating centre to serve the societal needs."
 Program Educational Objectives
(PEOS)
Program educational objectives are broad statements
that describe the career and professional
accomplishments that the program is preparing the
graduates to achieve. Guidelines for the PEOs should
be consistent with the mission of the Institution. The
number of PEOs should be manageable. PEOs should
be achievable by the program. PEOs should be specific
to the program and not too broad. PEOs should be
based on the needs of the constituencies.
In short, it can be seen as “What will these graduates
settle for, in their life?”. Example – Software Expert,
Executive in Engineering Field, Researcher etc.
How To Evolve Program
Educational Objectives(PEOs)

• A) Interaction with - Professional Bodies -

Industry – Faculty - Alumni – Parents
B) Data on trends in development in the
profession.
• B) Summary of views during consultation
• C) Accepted views - objectives
• D) Identification and designing of courses with
defined objectives. Elective and core courses.
• E) Courses to achieve objectives
 PEOs Examples
1-To imbibe in nation building as practicing engineers in the
development of legitimate software by the application of
technology to contribute to the society.
To endeavor innovations with a substantial fundamental technical skills
aiming the career in research and development.
To contrive entrepreneurship with a potent managerial and leadership
skills to succeed in fabrication of any organization.

2- “Excel in career with professional knowledge and skills in the

specialized area of Computer Aided Design and Manufacturing.”
“Demonstrate problem solving skills in industry, society in a
broader perspective and be successful in teaching and research.”
 Post definition and evaluation

The PEOs are reviewed periodically based on

feedback of the programme’s various
stakeholders. For this purpose, there should be in
place a process to identify and document
relationships with stakeholders (including
students) and their needs, which have to be
adequately addressed when reviewing the
programme curriculum and processes.
Justifications shall be provided as to how the
composition of programme curriculum
contributes towards attainment of the PEOs
defined for the programme.
 Program
Outcomes (POs)

• Program outcomes are narrower statements that describe

what students are expected to know and be able to do by
the time of graduation.
• Guidelines for the POs :
Program outcomes basically describe knowledge, skills and
behavior of students as they progress through the program
as well as by the time of graduation. POs should not be too
broad. They must align with the Graduate Attributes. They
must reflect all the Graduate Attributes.
In short, it can be seen as “What will these graduates learn
during the course of study?”. POs are very close to
Graduate Attributes.
 POs – Example
(Electrical engineering)
1. an ability to select and apply the knowledge, techniques, skills and modern tools
of the discipline to broadly-defined electrical engineering technology activities.
2. an ability to select and apply a knowledge of mathematics, science, engineering
and technology to engineering technology problems that require the application of
principles and applied procedures or methodologies.
3. an ability to conduct standard tests and measurements; to conduct, analyze and
interpret experiments; and to apply experimental results to improve processes.
4. an ability to communicate and function effectively as a member or leader on a
technical team.
5. an ability to identify, analyze and solve broadly-defined electrical engineering
technology problems.
6. an ability to apply written, oral, and graphical communication in both technical
and non-technical environments; and an ability to identify and use appropriate
technical literature.
7. An understanding of and a commitment to address
professional and ethical responsibilities including a
respect for diversity.
8. Knowledge of the impact of electrical engineering
technology solutions in a societal and global context.
9. The ability to analyze, design, and implement control
systems, instrumentation systems, communications
systems, computer systems, or power systems.
10. The ability to utilize statistics/probability, transform
methods, discrete mathematics, or applied differential
equations in support of electrical/electronic(s) systems.
 Course
Outcomes (COs)

• 1. Student-focused, not professor-focused, that

means: learning not coverage-oriented
• 2. Alignment between course, program, and
institutional levels Course outcomes need to
reflect both the objectives and outcomes that the
academic program represents as well as the
broader mission of the institution as a whole.
• 3. Focus on abilities central to the discipline.
Course outcomes should help prepare students
for what is important to the discipline of which
the course is a part.
• 4. Focus on aspects of learning that will endure
Teaching students new modes of thinking is likely
to have an impact on their future; having them
memorize facts tends to be much more short-
lived.
• 5. Are limited to manageable number. Learning
outcomes should focus a course on a few (say, 4-
6) key purposes that have a realistic chance of
being accomplished within a semester
• 6. Specific enough to be measurable
 Publishing and Disseminating Vision
and Mission, PEOS, POS, COS
• Awareness to all the stakeholders on the
defined vision and mission, PEOs, POs, Cos.
• Publishing in websites, curricula books, display
boards etc.,
• Awareness workshops to students and faculty
periodically.
• Prepare stakeholders to reinforce with the
activities vis-à-vis achievement of Vision and
mission, PEOs, POs, Cos.
• Program Criteria provide the specificity needed for
interpretation of the bachelor level criteria as
applicable to a given discipline.
• Requirements stipulated in the Program Criteria are
limited to the areas of curricular topics and faculty
qualifications/expertise.
• Example:
CSE must include probability and statistics, discrete
mathematics, mathematics through differential and
integral calculus; sciences (defined as biological, social,
or physical science); and engineering topics (including
computing science) necessary to
 analyze software, and systems containing
hardware and software components.
• ME must include Principles of engineering, basic
science, and mathematics (including multivariate
calculus and differential equations); to model,
analyze, design, and realize physical systems,
components or processes; and prepare students
to work professionally in both thermal and
mechanical systems areas.
Correlation : PEOs, POs and COs

Mission
^
|
PEO s
^
|
PO s <---- GAs
^
|
CO s
 Consistency Between PEOS and
Mission
• EXAMPLE: to impart quality education for the
holistic development of undergraduate and
graduate students with social responsibility
and technical competence.
M1- Social responsibility
M2- Technical Competence
Requires that M1, and M2 should map to one
or more PEOs (PEO1, PEO2, PEO3 etc.)
• There are 12 Graduate Attributes. Each
program will have a number of POs such that
every GA is mapped to one or more POs with
justification.
Similarly, POs are to be mapped with PEOs.
 Mapping COs with POs

• COs of every course should contribute to the

POs. One course need not address all POs,
also the mapping is further categorized as –
Strong or Weak. A table is to be created listing
all the courses as rows and listing all the POs
as columns.
 Assessment Methods and Tools

• Direct Assessment Method: using measurable

performance indicators of students- Exams,
Assignments, Projects, Tutorials, Labs,
Presentations.
• Indirect Assessment Method: Ascertaining
opinion or self-reports, Rubrics, Alumini
survey, Employer survey, Course-end survey,
etc.,.
Rubric

• Rubrics is set of performance indicators which

define and describe the important component
of the work being completed. Information
to/about individual student competence
(Analytic), Communicate expectations,
Diagnosis for purpose of improvement and
feedback. Overall examination of the status of
the performance of a group of students?
(Holistic).
Generic or Task Specific ?
• Generic- General rubric that can be used across
similar performance (used across all
communication task or problem solving tasks).
• Big picture approach
• Element of subjectivity
• Task specific
• Can only be used for a single task
• Focused approach
• Less subjective
 Sample Program
Outcome: Student
can Work
Effectively in Teams

Unsatisfactory Satisfactory Exemplary

Research and Does not collect Info Collects basic info A lot of info
Gathering info

Shares work equally Relies on others Does assigned work Does always
usually
 When to Assess?

• Program Educational Objectives(PEOs)

(Few years after graduation)

• Program Outcomes (POs)

(Upon graduation)
• Course Outcomes (COs)
(Upon Course Completion)
• The data may be collected progressively. Survey questions
should elicit the required information.
• (Not to confirm the objective)
• Ex. PEO: producing the graduates with leadership qualities
Employer survey
Q1: At which level/position our graduates (year) are
working in your organization?
• Assessment Tool (frequency)

• Employer satisfaction survey (Yearly)

• Alumni survey (Yearly).
• Placement records, higher education records
 Taxonomy of Teaching, Learning and
Assessment

• Dimensions of Learning
• Cognitive
– Cognitive Processes
– Knowledge Categories
• Affective (Emotion)
• Psychomotor
(A) Cognitive domain:
- Knowledge/Remember
-Understand
- Apply
- Analyze
- Evaluate
-Create
 1. Knowledge/Remember

• Remembering involves retrieving relevant knowledge from

long-term memory
The relevant knowledge may be factual, conceptual,
procedural, or some combination of these
• Remembering knowledge is essential for meaningful learning
and problem solving as that knowledge is used in more
complex tasks
• Action verbs: Recognize, recall, list, mention, state, draw,
label, define, name, describe, etc.
 2. Understand

• We are said to understand when we are able to construct

meaning from instructional messages
• Instructional messages can be verbal, pictorial/ graphic or
symbolic
• Instructional messages are received during lectures,
demonstrations, field trips, performances, or simulations, in
books or on computer monitors
 Action verbs for ‘Understanding’

• Interpret: translate, paraphrase, represent and clarify

• Exemplify: Illustrate and instantiate
• Classify: Categorize and subsume
• Summarize: Generalize and abstract
• Infer: Find a pattern Compare: Contrast, match, and map
Explain: Construct a model
 3. Apply

• Using procedures to perform exercises or solve problems

• closely linked with procedural knowledge
Action verbs:
• Execute/Implement: determine, calculate, compute,
estimate, solve, draw, relate, modify, etc
 4. Analyze

• Involves breaking material into its constituent parts and

determining how the parts are related to one another and to
an overall structure
• Differentiate: Discriminate, differentiate, focus and select
(Distinguishing relevant parts or important parts from
unimportant parts of presented material)
• Organize: Structure, integrate, find coherence, outline, and
parse (Determine how elements fit or function within a
structure)
• Attribute: Deconstruct (Determine a point of view, bias,
values, or intent underlying presented material)
 5. Evaluate

• Make judgments based on criteria and standards

• Criteria used include quality, effectiveness, efficiency and
consistency
• The standards may be either quantitative or qualitative
Action Verbs:
• Check: Test, detect, monitor, coordinate
• Critique: Judge (Accuracy, adequacy, appropriateness, clarity,
cohesiveness, completeness, consistency, correctness,
credibility, organization, reasonableness, reasoning,
relationships, reliability, significance, standards, usefulness,
validity, values, worth, criteria, standards, and procedures)
 6. Create

• Involves putting elements together to form a coherent or

functional whole
• While it includes objectives that call for unique production,
also refers to objectives calling for production that students
can and will do
Action verbs:
• Generate: Classify systems, concepts, models, explanations,
generalizations, hypotheses, predictions, principles, problems,
questions, theories)
• Plan (design)
• Produce
• Difficult to structure
• Catch all: self-concept, motivation, interests, attitudes,
beliefs, values, self-esteem, morality, ego development,
feelings, need achievement, locus of control, curiosity,
creativity, independence, mental health, personal growth,
group dynamics, mental imagery and personality.
• The affective domain describes learning objectives that
emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection. Affective objectives vary from
simple attention to selected phenomena to complex but
internally consistent qualities of character and conscience.
We find a large number of such objectives in the literature
expressed as interests, attitudes, appreciations, values, and
emotional sets or biases.
• It includes physical movement, coordination, and use of the
motor-skill areas.
• Development of these skills requires practice and is measured
in terms of speed, precision, distance, procedures, or
techniques in execution.
 Relation between the three domains

• Cognitive, affective and psychomotor activities are not

independent of one another
• Instructor needs to pay attention to these dependencies
 Course Outcomes

• The number of course outcomes is about 6 for

theory course.
• A 4-credit course has about 52 classroom
sessions.
• The number of course outcomes is varying from 4
to 6 for practical/Work shop course.
• A 3-credit Practical course has about 78 sessions
(26 tutorial sessions+52 Practical sessions)
• It is desirable to associate an approximate
number of Units of teaching with each Course
Outcome.
 Example: Sample Course Outcomes
Course: Strength of materials
Course Outcome Cognitive No. of Periods
Level

CO1 Understand and distinguish the Understanding 12

behavior of
simple load carrying members
subjected to
an axial, shear and thermal
Loading
CO2 Draw and Compare the shear Apply 12
force and
bending moment diagram on
beams under
varying load conditions
CO3 Differentiate in strain energy Analyze 8
stored in a
body when the load is suddenly
applied
Attainment of COs can be measured directly and indirectly
• Direct attainment of COs can be determined from the
performances of students in all the relevant assessment
instruments.
• Indirect attainment of COs can be determined from the
course exit surveys.
• The exit survey form should permit receiving feedback from
students on individual COs.
• Computation of indirect attainment of COs may turn out to
be complex; the percentage weight age to indirect
attainment can be kept at a low percentage, say 10%.
 Direct CO attainment

• Assessment Pattern.
Exam > Assignment UT1 UT2 End Sem
Domain v (10) (15) (15) (60)
Remember - 20 % 20 % 15 %

Understand - 60 % 40 % 40 %

Apply 100 % 20 % 40 % 45 %

Analyze - - - -

Evaluate - - - -

Create - - - -
COs Assignment UT1 UT2 End Sem Performance

CO1 - 5.5/7 - - 78 %

CO2 2.8/3 6.2/8 - - 81 %

CO3 2.5/3 - - - 83 %

CO4 3.0/4 - 3.5/5 15.5/20 76 %

CO5 - - 3.8/5 12.0/20 63 %

CO6 - - 3.0/5 8.0/20 44 %

 COs-POs

• POs are attained through program specific

Core Courses.
• Each Course addresses a sub-set of POs to
varying levels (strengths) (Low(1), Medium(2)
or High(3)). Sometimes we determine the POs
the courses address.
• Sometimes we may appropriately determine
the POs a Course should address and the COs
have to be written to meet the identified POs.
 Strength of CO-PO Mapping

• Attainment of a PO depends both on the

attainment levels of associated COs and the
strength to which it is mapped.
• It is necessary to determine the level (mapping
strength) at which a particular PO is addressed by
the course.
• Strength of mapping is defined at three levels:
Low (1), Medium (2) and High. (3)
• Several methods can be worked to determine the
strength of a PO, but implementing them across a
few hundred courses can become a burden.
 Example

A simple method is to relate the level of PO with the

number of hours devoted to the COs which address the
given PO.
• If >40% of classroom sessions addressing a particular PO, it
is considered that PO is addressed at Level 3.
• If 25 to 40% of classroom sessions addressing a particular
PO, it is considered that PO is addressed at Level 2
• If 5 to 25% of classroom sessions are addressing a particular
PO, it is considered at Level 1.
• If < 5% of classroom sessions are addressing a particular
PO, it is considered that PO is considered not-addressed.
Course PO1 PO2 PO3 PO4 PO4 PO5 PO6 PO7 …
Strength 3 3 3 2 2 - 1 -
of
Materials
 CO Attainment and POs

Not every CO of the course will address every PO.

COs POs CO attainment

(%)
CO1 PO1, PO2, PO3, PO11 78

CO2 PO1, PO2, PO3, PO11 81

CO3 PO1, PO2, PO3 83

CO4 PO1, PO2, PO5, PO11 76

CO5 PO1, PO2, PO5, PO11 63

CO6 PO2, PO5, PO6, PO11 44

 PO Attainment

• PO attainments are normalized to 1, that is, if a

PO is to be addressed at the level of 3 and
attainments of CO associated with that PO is
100%(3/3).
• PO1 attainment in the given course is :
(3/3)x Avg (0.78+0.81+0.83+0.76+0.63)= 0.76
Similarly all PO attainments can be calculated.
For example PO6 attainment is :
(1/3)x Avg (0.44) = .14
 Setting CO Attainment Targets

Same target may be identified for all the COs

of a course. For example: the target can be
“the class average marks >”
1- Attainment gap can be seen for CO6, which
is 16 % less.
2- Higher attainment level for other COs
 Closure of the Quality Loop

COs Target Difference in Action Modification of

achievement proposed to target wherever
bridge the gap achieved

CO1 60 % +18 % Enhance target Set appropriate

level target

CO2 60 % +21 % - Do - - Do -

CO3 60 % +23 % - Do - - Do -

CO4 60 % +16 % - Do - - Do -

CO5 60 % +3% - Do - - Do -

CO6 60 % - 16 % Suitable action Not Applicable

 Use of
Surveys

A Recap
Evaluation of attainment of POs is based on Direct and
Indirect Methods!
• Direct Methods:
The performance of students in different assessments,
exams. Evaluation of attainment of Cos Evaluation of
attainment of POs based on the mappings from COs to
Pos.
• Indirect Methods:
Program Exit Surveys, Alumni Surveys, and Employer
Surveys are used to evaluate the attainment of POs.
 Attainment of POs
• Evaluations of attainment of POs based on Direct and
Indirect Methods are Combined to arrive at the Final
Evaluation.
Example: PO4 : Evaluation Based on Direct Methods: X1
Based on Indirect Methods (Surveys): X2
Combined Evaluation:
(w1 x X1) + (w2 x X2)
The weights w1 and w2 need to decided by the Institute.
Typical values can be 0.8 and 0.2 respectively!
 Attainment
of PEOs
Evaluation of attainment of PEOs is generally
based only on Indirect Methods!
Indirect Methods:
• Alumni Surveys, and Employer Surveys are
generally used to evaluate the attainment of
PEOs.
Thus the data from Surveys is used for evaluating
the attainment of POs as well as PEOs.
The actual responses useful for these two
different purposes are not identical.
 The different surveys
Student Survey
1- Level of comfort in working in groups
2- Level of confidence in formulating imprecise real-world problems as formal
engineering problems
3- Opportunities provided for acquiring leadership skills
4- Communication skills and Interpersonal skills acquired during your stay in
Institute
5- Nature of final-year project: (Implementation, Fabrication, Purely
theoretical)
6- Confidence in applying concepts of Mathematics and Computing in solving
problems
7- Usefulness of professional core courses during job interviews
8- Availability and adequacy of modern tools in the laboratories
9- Opportunities provided for working in multi-disciplinary project teams
10- Usefulness of Mathematics, Professional core and electives in
competitive exams
 Alumni Survey

• Current Position; Organization

• Initial Position; Organization
• Promotions, Organizations in which you worked along with period in each
organization,
• Rewards, Awards, projects handled etc
• Publication of Research Papers, White Papers etc.
• Level of comfort in working in groups – initially and at present
• Level of understanding of the need to factor in sustainability, ethical,
health, public safety, and environmental issues in the solutions developed
by you.
• Opportunities for working on real-life problems during the program
• Extent of opportunities available for applying management principles in
academic activities undertaken by you during the program
• Extent of usefulness of Basic Science and Engineering Science courses in
problem solving
 Employer Survey

With respect to our Graduates, please indicate Your assessment on

the following:
• Ability to work well in groups
• Publication of technical Papers etc.
• Level of confidence and success in formulating imprecise real-world
problems as formal engineering problems
• Success in leadership roles
• Communication skills
• Interpersonal skills
• Ability to learn and use new and modern tools
• Ethical Behavior
• Ability to factor in sustainability, ethical, health, public safety, and
environmental issues in the solutions developed
 Using the Survey Data

• Using the survey data for evaluating the attainment of a PO or PEO

is same: Example: PO 4
1. Identify the responses that are relevant to this PO from each
survey.
Example:
“Rate the Ability to learn and use new engineering tools” from
Employer Survey
“New tools (outside the formal curriculum) learnt” from Program
Exit Survey and so on …
2. With data from only one type of survey, find the average rating
for one relevant question.
Example (cont’d): Using Program Exit Survey
50 people answered the example question given earlier;
6 rated 1 (low); 35 rated 4; and 9 rated 5. So, the average is: 3.82
 3. Repeat for all other relevant questions from the same
survey
Example (cont’d): Assume there are 3 other relevant
questions and their average ratings are 3.91, 4.15, and
4.88
4. The final average rating from this survey is 4.19
5. Set target levels of attainment
6. Example:
Average value from a Survey is < 3 Level 1
≥ 3 and < 4 Level 2
• ≥ 4 Level 3
7. So, Attainment of PO 4 from the survey under
consideration is: 4.19 means Level 3
8. Repeat with other types of Surveys if relevant.
9. Compute the grand average as the Final Value of
Attainment of this
PO Example: Attainment of PO5
From Program Exit Survey: Level 3
From Alumni Survey: Level 3
From Employer Survey: Level 2
Final Value: (3+3+2) / 3 = 2.67
10. Repeat this for each PO, and PEO.
Rubrics

• What?
– A Scoring Tool useful for subjective assessments
– A more systematic way of evaluating performance of students on
tasks such as Seminars, Projects , Term Papers ...
• Must be shared up front with students
- Enables students “do” what is expected
– Makes the process more transparent
– Allows self-evaluation by students
• Components:
– Attributes
– Descriptors
- Scores
• Attributes
The criteria by which the performance is to be evaluated.
Are derived from the planned outcomes
• Example:
For a Technical Seminar on workshop technology, some of the
attributes can be:
– Verbal Skills
– Body language
– Technical Content
• The more clearly articulated the attributes, the better will be the
usefulness of the rubrics
• Your comments on the above list?
• Attributes can be organized hierarchically (attributes, sub-
attributes)
Example:
• Verbal Communication
Grammatically correct sentences
Semantically clear sentences
“Filler words”
Voice Modulation
...
• – Non-Verbal Communication
Eye-Contact
Posture
...
• Descriptors
For each (sub) Attribute: Provide descriptions of performance at different
levels of “quality”
• The levels can be 3 to 5 (typical)
Number of Levels
• – Too small > Not much discrimination
• – Too large > Taxing for all
• – No hard and fast rule
• Avoid stand-alone vague descriptors
(Excellent, Creative, Weak,...)
• Descriptors need to be as specific as possible
• Good descriptors
– More objective evaluation
– More helpful for students in preparing well
Example: 3 Levels for “References Section in a Term Paper”
– GOOD (Highest Level): Latest references (up to the previous year) are
included; References are cited as per the specified standard (say
IEEE Standard); References cited cover the subject matter
comprehensively.
– AVERAGE (Intermediate Level):...
– POOR (Low Level): Only old (...) references; Many of the References
are not cited as per the specified standard; References cited poorly
cover the subject matter.
• Scores
Good Level: 8 to 10
Average Level: 4 to 7
Low Level: 0 to 3
 Summary of
assessment
methods/tools
Assessment Tool Frequency Assessed By Reviewed By
------------------------------------------------------------------------------------------------------
PEOs Employer survey Once a year Department Institute
Alumni survey twice a year year
-------------------------------------------------------------------------------------------------------
POs Assignment, Test every month Faculty HOD
End Sem Exam Sem End Faculty HOD
End Course Survey Sem End Faculty HOD
Employer survey Every year Institute Department
Faculty survey every six months Deptt.
-------------------------------------------------------------------------------------------------------
COs Assignment, Test every month Faculty HOD

Examination Sem End Faculty Faculty

Projects Sem End Faculty Faculty
and Group Tasks
 Administrative Support For OBE

• Quality Assurance cell

OBE assessment and evaluation at institutional level
Program wise assessment semester/year
Continuous improvement initiatives
• Industrial/alumni advisory body
Review of the attainment of PEO,PO and suggest improvements
• Program coordinator
Interacting with course coordinators towards attainment of POs and
review/update the changes required for curriculum contents
• Course coordinator
Assess the attainment of COs and review/update the course
delivery and assessment methods
 List of Documents/ Records to be maintained

• Institute Specific:

• I.1. Composition of GC/GB, Senate and other Academic and Administrative

bodies, their functions and responsibilities. List of all the meetings held in
the past 3 years along with the attendance records, minutes and action-
taken reports of a few meetings of such bodies along with the list of
current faculty members who are members of such bodies.

• I.2. Rules, policies and procedures published by the Institution including

service and academic regulations along with the proof that the
employees/students are aware of the rules and procedures .

• I.3. Budgeted allocation and utilization : Audited statement of accounts

• I.4. Informative website
• I.5. Library resources–books and journal holdings,
• I.6. Listing of core, computing and manufacturing etc.
• I.7. Records of T&P, career and guidance cells
• I.8. Records of safety checks and critical installations
• I.9. Medical care records and usages of ambulance etc.
• I.10.Academic calendar, schedule of tutorial and makeup classes
• I.11.Handouts/files along with Outcomes; list of additional topics to
meet the outcomes.
• I.12.Set of question papers, assignments, evaluation schemes etc.
• I.13.Feedback form, analysis of feed back and corrective actions
• I.14.Documented feedback received from the stake-holders(e.g.,
Industries, Parents, Alumni, Financiers etc.)
• I.15.List of faculty along with their qualifications teaching firstyear
courses
• I.16.Results of the First Year students.
 Program Specific

• Each program for which an institution seeks accreditation

or reaccreditation must have in place:
• P.1 NBA accreditation reports of the past visits, if any
• P.2 Department budget and allocations (last 3 years data)
• P.3 Admission–seats filled and ranks(last 3 years data)
• P.4 List/Number of students who cleared the program in 4
years(last 3 years data)
• P.5 Average Grade point(CGPA) (last 3 years data of
students’ CGPA/percentage)
• P.6 Placement and higher studies data(last 3 years data)
• P.7 Professional society activities, events, conferences
organized etc.
P.8 List of students’ papers along with hard-copies of the publications;
professional society publications/magazines, etc.
P.9 Sample best and average project reports/theses
P.10 Details of faculty student ratio
P.11 Faculty details with their service books, salary details, sample
appointment letters ,promotion and award letters/certificates
P.12 Faculty list with designation, qualification, joining date,
publication, R&D, interaction details
P.13 List of faculty publications along with DOIs and
publication/citation details
P.14 List of R&D and consultancy projects along with approvals and
project completion reports
P.15 List and proofs of faculty interaction with out side world
P.16 List of class rooms, faculty rooms,
P.17 List of program specific labs and computing facility with
in department.
P.18 List of non-teaching staff with their appointment letters
etc
P.19 List of short-term courses, workshop arranged and
course-modules developed
P.20 Records of new program specific facility created, if any
P.21 Records of overall program specific improvements, if any
P.22 Curriculum, POs, PEOs, Mission and Vision statements
P.23 Mapping of Outcomes with PEOs
P.24 Mapping of course outcome with Program Outcomes
P.25 Course files, plan of course deliver, question papers,
answer scripts, assignments, reports of assignments,
project reports, report of design projects, list of laboratory
experiments, reports of laboratory experiments etc.
P.26. Rubrics developed to validate the POs
P.27. Continuous improvement in PEOs
P.28. Improvement in curriculum for mapping Pos and PEOs
P.29. Direct and indirect assessment to show attainment of
POs
P.30.Stake-holders involvement in the process of improvement
of PEO sand POs
 Evaluation Criteria

Program Evaluation Methodology =>

There are 9 Criteria.
Each criteria is divided into sub criteria.
A sub criteria may be divided into sub criteria.
Marks are allotted at the last (deepest) level.
Higher levels get marks from lower levels.
The marks obtained are interpreted at criteria level, as per
the following policy-
75 % or > Compliance
60 % or > and < 75 % Concern
40 % or > and < 60 % Weakness
<40 % Deficiency
Sub-Criteria Sub-Criteria Sub-sub criteria, if any Marks Expectations
No. Name

1.1 Vision & 5

Mission

1.1.1 Vision and Mission 1 - Good correlation

statements of the Institute
and Department
1.1.2 Publishing and
Dissemination of Vision
and Mission statements
1.1.3 Process for defining Vision
and Mission of the
between Vision &
Mission
- Achievable and
measurable
2 -At all prominent
places, Web site,
Institute, Department,
Library, Labs, Lecture
halls
2 - Meeting records with
all stake holders
Sub-Criteria Sub- Criteria Sub-sub criteria, if any Marks Expectations
No. Name

1.2 Programme 15
Educational
Objectives

1.2.1 Description of PEOs 2 - How arrived at ?

- Relevance to career
and accomplishment

1.2.2 Publishing and 2 -At all prominent

Dissemination of PEOs places, Web site,
Department, Labs,
Lecture halls
1.2.3 Stakeholders of the 1 - List with justification
programme and their
relevance
 Criteria- 1 (100)
Criteria Criteria Sub-sub criteria, if any Marks Expectations
Name

1.3 Attainment 30
of
Programme
Educational
Objectives

1.3.1 Justifications for 15 - Evidences, data

contributions of
programme curriculum
towards attainment of
PEOs
1.3.2 Administrative system 15
helps in ensuring the
attainment of the PEOs
interpretation, record
of assessment
practices.
Administrative system
in place to monitor the
process of attaining
PEOs, is functional and
efficient.
Criteria No. Sub-Criteria Sub-sub criteria, if any Marks Expectations
Name

1.4 Assessment 40
of
attainment
of
Programme
Educational
Objectives
1.4.1 Tools and Processes used in 10 -Mapping from Pos to
assessment of the PEOs
attainment of the PEOs - Periodic review
mechanism in place
- relevant
documentation
1.4.2 Evidences for the 30 - Quantify the
attainment of the PEOs attainment of PEOs
-Adequacy of the
 2- Programme Outcomes(225)
Criteria No. Sub-Criteria Sub-sub criteria, if any Marks Expectations
Name

2.1 Definition 30
and
Validation
of Course
Outcomes
and
Programme
Outcomes
2.1.1 List COs and POs 2 -Pos well mapped with
GAs
- COs to map with POs.

2.1.2 Publishing and 3 - As expected

Dissemination of POs
 Programme Outcomes
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

2.2 Attainment 40
of
Programme
Outcomes
2.2.1 Illustration of COs 10 - Level of Knowl., skills,
contribution to the POs traits
-Measurable,
attainable, and
manageable
2.2.2 Description of modes of 10 - conventional plus
course delivery helping in modern
attainment of the POs

2.2.3 Indication of tools used to 10 - Proof thru data used

assess the impact of for assessment of
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

2.3 Assessment 125

of
attainment
of
Programme
Outcomes
2.3.1 Description of assessment 25 -Details of assessment
tools and processes used thru all method –
for assessing the direct/indirect
attainment of each PO
2.3.2 Results of attainment of 100 - Details of attainment
each POs of each PO thru all
methods-
Direct/Indirect
 Programme Outcomes
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

2.4 Use of 30
assessment
results
towards
improveme
nt of
programme
2.4.1 Results of assessment of 5 - Point out under/over
POs used for curricular achieved POs, and
improvements show changes in
curriculum
2.4.2 Results of assessment of 10 - Course delivery
POs used for improvement changes
of course delivery and
assessment
 Programme Curriculum

The NBA is intended to adopt the programme specific

criteria specified by appropriate American professional
associations such as ASME, ASCE, IEEE etc,. The
institution shall provide evidence that the programme
curriculum satisfies the programme specific criteria, and
industry interactions/internship.
The institution must ensure that the programme
curriculum that was developed at the time of inception
of the programme has been refined in the subsequent
years to make it consistent with the PEOs and the POs.
The institution shall provide the required information for
assessment, evaluation and review methods to evaluate
the attainment of COs.
 3-Programme Curriculum(125)
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

3.1 Programme 20
Curriculum
3.1.1 Description of the 5 - Gross division in
Structure of the Curriculum Science, Core, Electivce
etc.
3.1.2 Prerequisite flow chart of 5 - Dependency
courses specification among
courses
3.1.3 Justification for the 10 - Components of the
programme curriculum curriculum must
satisfying the programme sufficiently address the
specific criteria defined POs/COs
3.2 Curriculum 15 - Self explanatory
components
and
Criteria No. Criteria Name Sub-sub criteria, if Marks Expectations
any

3.3 Core engineering 60 -Outcomes of the core

courses and their engineering courses
relevance to must help the graduate
Programme to acquire the
Outcomes professional
including design competence,
experience knowledge and skills.
3.4 Industry 10 - Detailed records
interaction/intern
ship
3.5 Curriculum 15
Development
3.5.1 The process for 5 - Sources with reasons
designing the
programme
 Students’ Performance
Students admitted to the programme must be of a quality that will
enable them to achieve the programme outcomes. The policies and
procedures for student admission and transfer should be
transparent and spelt out clearly. The educational institution should
monitor the academic performance of its students carefully. The
requirements of the programme should be made known to every
student. The educational institution must provide student support
services including counseling/tutoring/mentoring.
The institution shall provide the required information for three
complete academic years for admission intake in the programme,
success rate, academic performance, placement and higher studies
and professional activities.
 Riders

• Whether admissions in the under graduate programs at the

Institute level has been more than 60% *(average of the last
three assessment years).
• Whether admissions in the undergraduate programs under
consideration has been more than 60% ** (average of the last
three assessment years).
• Whether the placement ratio(Placement + higher studies) is
greater than 40% (average of the last three assessment years)
 4-Students’ Performance(over 3 years)-75
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

4.1 Success rate 20 Formula based

4.2 Academic 20 - DO -
performance

4.3 Placement 20 - Do -
and higher
studies
4.4 Professional 15
activities

4.4.1 Professional societies / 3 - Records with Dates

chapters and organizing of all events
engineering events
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

4.4.2 Organization of paper 3 - Records with Dates

contests, design contests,
etc. and achievements
4.4.3 Publication of technical 3 - Proofs
magazines, newsletters,
etc.
4.4.4 Entrepreneurship 3 - Do -
initiatives, product
designs, and innovations
4.4.5 Publications and awards in 3 - Do -
inter-institute events by
students of the
programme of study
 Faculty Contributions

• The number of faculty members must be sufficiently large in

proportion to the number of students, so as to provide
adequate levels of faculty-student interaction. The faculty
must be actively involved in research and development. The
faculty must have sound educational qualifications, and must
be actively updating knowledge in their respective areas of
interest. It is desirable that the members of the faculty
possess adequate industrial experience and be from diverse
backgrounds. The institution shall provide the required
information for three complete academic years for Student-
Teacher Ratio (STR), Faculty Cadre Ratio, faculty qualifications,
faculty retention, Faculty Research Publications (FRP), Faculty
Intellectual Property Rights (FIPR), Funded R&D Projects and
Consultancy (FRDC).
 Riders

• Whether student faculty ratio in the programs under

consideration is better than or equal to 1:20 (average of the
last three assessment years).
• Whether at least two Professors or one Professor and one
Associate Professor available in the respective Department.
• Whether number of available PhDs in the department
exceeds 20% of the required number of faculty.
• Whether HODs possess PhD degrees for the programs under
consideration.
 5-Faculty Contributions(over 3 years)-175
Criteria No. Criteria Name Sub-sub Marks Expectations
criteria, if any

5.1 Student-teacher ratio 20 -1:15 ( 20 marks)

- if less then as per
ratio

5.2 Faculty cadre ratio 20 - Full marks if 1:2:4 (P

and As P should be
PhD with 10 & 5 years
exp.)
5.3 Faculty qualifications 30 Formula based

5.4 Faculty competencies 15 Established thru

correlation to recognition
Programme Specific
Criteria
Criteria No. Criteria Name Sub-sub Marks Expectations
criteria, if any

5.6 Faculty retention 15 - Marks for each

Faculty for each year
up to 5 or more
5.7 Faculty research 20 - Quality publications
publications as papers or books for
each faculty
5.8 Faculty intellectual 10 - Filed or granted
property rights

5.9 Faculty R&D and 20 Funded R & D and

Consultancy (FRDC) work Consultancy

5.10 Faculty interaction with 10 - Collaborative work

outside world with Academia and
Industry
 Facilities and Technical Support

Classrooms, tutorial rooms, meeting rooms, seminar halls,

conference hall, faculty rooms, and laboratories must be
adequately furnished to provide an environment conducive to
learning.
Modern teaching aids such as digital interactive boards,
multimedia projectors etc., should be in place. The
equipments of the laboratories should be properly
maintained, upgraded and utilized so that the students can
attain the programme outcomes. There should be an
adequate number of qualified technical supporting staff to
provide appropriate guidance. The institution must provide
scope for the technical staff for upgrading their skills and
professional advancement.
 6-Facilities and Technical Support(75)
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

6.1 Classrooms 20

6.1.1 Adequate number of rooms for 5 As per students

lectures (core/electives), in the program
seminars, tutorials, etc., for the
program
6.1.2 Teaching aids---multimedia 5 - Facilities in
projectors, etc rooms

6.1.3 Acoustics, classroom size, 5 - Rooms’

conditions of chairs/benches, air conditions
circulation, lighting, exits,
ambience, and such other
amenities/facilities
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

6.2 Faculty 15
Rooms
6.2.1 Availability of individual faculty 5 Separate rooms
rooms

6.2.2 Room equipped with 5 - As advised

white/black board, computer,
Internet, and such other
amenities/facilities
6.2.3 Usage of room for 5 - Spacious
counseling/discussion with enough
students
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

6.3 Laboratories 25
including
computing
facility
6.3.1 Adequate, well-equipped 10 - Equipment
laboratories to meet the quality and req.
curriculum requirements and the S/W licenses
POs
6.3.2 Availability of computing 5 - As required
facilities in the department

6.3.3 Availability of laboratories with 5 - Proof with time

technical support within and table of Lab
beyond working hours
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

6.3.4 Equipment to run experiments 5 - Students’

and their maintenance, number records, maint.
of students per experimental Records,
setup, size of the laboratories,
overall ambience, etc.
6.4 Technical 15
manpower
support
6.4.1 Availability of adequate and 10 - Number and
qualified technical supporting quality
staff for programme-specific
laboratories
6.4.2 Incentives, skill-upgrade, and 5 - With proof
professional advancement
Academic Support Units and Teaching-Learning
Process
The institution shall provide the required information for
students’ admission, Assessment of First Year Student –
Teachers Ratio (FYSTR), assessment of faculty qualification,
teaching first year common courses, academic support units
and common facilities for the first year courses,
tutorial/remedial classes/mentoring, teaching and evaluation
process, feedback system, self-learning, career guidance,
training, placement and entrepreneurship cell and CO
curricular and extra-curricular activities. Whether the
academic calendar, the number of instructional days and
contact hours per week, are maximally conducive to teaching
and learning. Student feedback on various aspects of the
process must be carefully considered as well. Internal reviews
of quality assurance procedures should be carried out
 7-Academic Support Units and Teaching-
Learning Process(75)
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

7.1 Academic 35
Support
Units
7.1.1 Assessment of First Year Student 10 - 1: 15 (full
Teacher Ratio (FYSTR) marks)

7.1.2 Assessment of Faculty 15 - Diff. marks for

Qualification Teaching First Year PhD, PG, and UG
Common Courses
7.1.3 Basic science/engineering 8 -Experiments per
laboratories (adequacy of space, student
number of students per batch, - Students’ Lab
quality and availability of record
measuring instruments,
laboratory manuals, list of
Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

7.2 Teaching – 40
Learning
Process
7.2.1 Tutorial classes to address 5 - Proof with
student questions: size of Time Table
tutorial classes, hours per
subject given in the timetable
7.2.2 Mentoring system to help at 5 - Records req.
individual levels

7.2.3 Feedback analysis and reward / 5 - with records

corrective measures taken, if any

7.1.4 Scope for self-learning 5 - measures taken

Criteria No. Criteria Sub-sub criteria, if any Marks Expectations
Name

7.2.5 Generation of self-learning 5 - Record & proof

facilities, and availability of
materials for learning beyond
syllabus
7.2.6 Career Guidance, Training, 5 - Proof with
Placement, and record
Entrepreneurship Cell
7.2.7 Co-curricular and Extra-curricular 5 - Records req.
Activities

7.2.8 Games and Sports, facilities, and 5 - evidences

qualified sports instructors
Governance, Institutional Support and Financial
Resources
The governance structure of the programme must clearly assign
authority and responsibility for the formulation and
implementation of policies that enable the programme to fulfill its
mission. The programme must possess the financial resources
necessary to fulfill its mission and PEOs. In particular, there must be
sufficient resources to attract and retain well qualified staff, and to
provide them with opportunities for continuous development and
career growth. The programme’s budgetary planning process must
also provide for the acquisition, repair, maintenance and
replacement of physical facilities and equipment. The institution
shall provide the required information for campus infrastructure
and facility, organization, governance and transparency, budget
allocation and public accounting (for both institutions and
programme), library, internet, safety norms and checks, and
counseling and emergency medical care and first-aid
 8-Governance, Institutional Support and
Financial Resources(75)
Criteria Criteria Name Sub-sub criteria, if any Marks Expectations
No.

8.1 Campus 10
Infrastructure and
Facility
8.1.1 Maintenance of academic 4 - records
infrastructure and facilities

8.1.2 Hostel (boys and girls), 2 - Space & facility

transportation facility, and
canteen
8.1.3 Electricity, power backup, 4 - records
telecom facility, drinking water,
and security
Criteria Criteria Name Sub-sub criteria, if any Marks Expectations
No.

8.2 Organization, 10
Governance, and
Transparency
8.2.1 Governing body, administrative 2 - records
setup, and functions of various
bodies
8.2.2 Defined rules, procedures, 2 - records
recruitment, and promotional
policies, etc.
8.2.3 Decentralization in working 3 - records
including delegation of financial
power and grievance redressal
system
8.2.4 Transparency and availability of 3 - Proofs
correct/unambiguous
Criteria Criteria Name Sub-sub criteria, if any Marks Expectations
No.

8.3 Budget Allocation, 10 Institute Level

Utilization, and
Public Accounting
8.3.1 Adequacy of budget allocation 4 - Details with
procedure
adopted
8.3.2 Utilization of allocated funds 5 - Do -

8.2.3 Availability of the audited 1 - records

statements on the institute’s
website
Criteria Criteria Name Sub-sub criteria, if any Marks Expectations
No.

8.4 Programme Specific 10 Program Level

Budget Allocation,
Utilization

8.4.1 Adequacy of budget allocation 5 - Details with

procedure
adopted
8.4.2 Utilization of allocated funds 5 - Do -
Criteria Criteria Name Sub-sub criteria, if any Marks Expectations
No.

8.5 Library 20

8.5.1 Library space and ambience, 5 - Detailed

timings and usage, availability of records
a qualified librarian and other
staff, library automation, online
access, networking, etc.
8.5.2 Titles and volumes per title 4 - Do -

8.5.3 Scholarly journal subscription 3 - Do -

8.5,4 Digital Library 3 - Do -

8.5.5 Library expenditure on books, 5 - Do -

magazines/journals, and
miscellaneous contents
Criteria Criteria Name Sub-sub criteria, if any Marks Expectations
No.

8.6 Internet 5 Bandwidth &

response
8..7 Safety Norms and 5
Checks

8.7.1 Checks for wiring and electrical 1 - Records

installations for leakage and
Earthing
8.7.2 Fire-fighting measurements 1 - Do -

8.7.3 Safety of civil structure 1 - Do -

8.7.4 Handling of hazardous chemicals 1 - Do -
and such other activities

8.7.5 Counseling and Emergency 1 - Proof

Medical Care and First-aid
 Continuous Improvement

Modifications in the programme curriculum, course delivery and

assessment brought in from the review of the attainment of the PEOs
and the POs, will be helpful to the institutions for continuous
improvement. The programme must develop a documented process
for the periodic review of the PEOs, the POs and the COs. The
continuous improvement in the PEOs and the POs need to be validated
with proper documentation. The institution shall provide the required
information for improvement in success index of students,
improvement in academic performance index of students,
improvement in student teacher ratio, enhancement of faculty
qualifications index, improvement in faculty research publications,
R&D and consultancy work, continuing education, curricular
improvement based on the review of attainment of the PEOs, and the
POs, course delivery and assessment o be validated with proper
documentation.
 9-Continuous Improvement(75)
Criteria Criteria Name Sub-sub Marks Expectations
No. criteria, if any

9.1 Improvement in Success Index of 5 Based on Criteria

Students 4.1
9.2 Improvement in Academic 5 Based on Criteria
Performance Index of Students 4.2

9.3 Improvement in Student-Teacher 5 Based on criteria

Ratio 5.1
9.4 Enhancement of Faculty Qualification 5 Based on criteria
Index 5.3
9.5 Improvement in Faculty Research 10 Based on Criteria
Publications, R&D Work and 5.9
Consultancy Work
Criteria Criteria Name Sub-sub Marks Expectations
No. criteria, if any

9.6 Continuing Education 10 Courses

/WS/Seminars
organized
9.7 New Facility Created 15 Over the period
of 3 years

9.8 Overall Improvements since last 20 Progress in last 3

accreditation, if any, otherwise, since years
the commencement of the
programme